Integrated Math I Unit 3: Linear and Exponential Functions ...
Integrated Math I
Unit 3: Linear and Exponential Functions
Week 9
This week we will learn about transforming functions from parent
functions
Office Hours This Week: Thursday 10/19
Day
Monday
10/16
Tuesday
10/17
Activity Pages
22.1
3-7
22.2
8-11
12-17
23.1
23.2
17-22
Wednesday Review
10/18
Test
Thursday
10/19
New Unit
On Geometry!
Friday
10/20
Topic
Exploring f(x)+k
Exploring f(x+k)
Exponential Graphs
and Asymptotes
Transforming an
Exponential Function
Assignment
Practice 22.1-2
Pg. 25-26
Practice
Pg. 23-24
No Homework
Basic Geometric Figures
Practice
In New Packet
Angles and Angle Bisectors
No Homework
Looking Forward to Next Week
Continuing with Geometry!
1
2
Integrated
Math I
Linear and Exponential Functions 22.1
Exploring ?(?) + ?
10/16/17
AIM(S):
? WWBAT Identify the effect on the graph of replacing f(x) by f(x) + k.
? WWBAT Identify the transformation used to produce one graph from another.
DO NOW
Directions: Complete the following questions.
1)Write an exponential decay function:
2)Write an exponential growth function:
3) A scientist is studying the population of an invasive plant called Kudzu, which is
threatening local flora and fauna. She determines that as of this year, there are 2,000 acres
of affected vegetation. It is also determined that the plant grows it¡¯s area by 3% every
month. Write an equation for the number of acres affected by Kudzu in relation to months.
3
Parent Functions: Linear
The equation and the graph of ? = ? or ?(?) = ? are referred to as the linear
. The graph of f(x) = x is shown below.
1. Complete the table for ?(?) = ? + 5.
2. Make use of structure. How do the y-values for g(x) compare to the y-values for f(x)?
Make a conjecture about the graph of g(x). As you share your ideas with your group,
be sure to use mathematical terms and academic vocabulary precisely. Make notes
to help you remember the meaning of new words and how they are used to describe
mathematical concepts.
4
Transforming a Parent Function
3. Test your conjecture by using a graphing calculator to graph g(x) = x + 5. Graph this
on the grid above Item 1.
a. Complete the table for f(x) and g(x).
b. Explain how the y-intercepts of the graphs of f(x) and g(x) are represented in their
related equations.
c. Are the graphs of f(x) and g(x) parallel lines? Explain.
d. Revisit your original conjecture in Item 2 and revise it if necessary. How does the graph
of g(x) differ from the graph of f(x) = x?
The graph of ?(?) = ? 3 is shown.
4.
Make a conjecture about the graph of
?(?) = ? 3 ? 4.
5.
Graph both f(x) and g(x) on a graphing
calculator. Sketch the graph of g(x) on the grid
to the right. Label a few points on each graph.
6.
Revisit your original conjecture in Item 4
about the graph of g(x) and revise it if necessary.
How does the graph of g(x) differ from the graph
of f(x)?
5
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